Thanks.I have [qu1) Distinction in English Lower Secondary Comprehension
by Marife Cruz Yap and she has been reading it.

Check with you, is there a good close passage books that u can recommend?

We had done the Practice Makes Perfect close passage last year.thanks

rgds
Joy

ote="The Alternative Story"]

Joy wrote:Hi TAS

Thanks for info.

Sure, would love to hear from u what are the good english assessment books from you.

Joy

Hi Joy,

These are some of the books that we find good. For the primary school books, the questions may not be very challenging. However, the questions are classified according to different categories which makes learning easier for the kids.

Primary School Books:

1) Practice Makes Perfect: Vocabulary MCQby Kit Lee (EPH publishing)

2) Practice Makes Perfect: Grammar MCQby Kit Lee (EPH publishing)

3) The Ultimate Guide to Mastering Comprehensionby Shaheed Salim

All these are primary 6 books. ( I assumed you are asking forupper primary kids)

We have one secondary book to recommend as you can use some questions that are relevant for primary 6.

This book also classifies the questions. It also teaches the vocabulary questions well. They get the children to identifythe root form of the word and also to identify which part of speech (noun, verb etc) the word belongs to. Thishelps the children to figure out the meaning of the vocabularywords.

Check with you, is there a good close passage books that u can recommend?

We had done the Practice Makes Perfect close passage last year.thanks

rgdsJoy

Hi Joy,

If you are looking for general practice, then many of the
assessment books out there are quite good. However, to
develop the child in handling the different types of cloze passages,
so far, we have not come across any.

What do we mean by different types of cloze passages?

- The cloze passages are based on different themes: accidents,
environmental issues, extinction etc.

For each of these themes, there are certain key words that tend to be
used. If you can group the passages by themes and help you child
identify what these words are, this helps.

- Another way is to look for books which test the children on
different parts of the speech in each passage to help them
become familiar with the usage of those words.

I will group all her past mistakes in the close passage into theme.Probably that will help her to identify her usual kind of mistakes.

I am yet to find all the linking words, do u listing out some?and how they are applied.

Cheers
Joy

The Alternative Story wrote:

Hi TAS

Check with you, is there a good close passage books that u can recommend?

We had done the Practice Makes Perfect close passage last year.thanks

rgdsJoy

Hi Joy,

If you are looking for general practice, then many of the assessment books out there are quite good. However, to develop the child in handling the different types of cloze passages, so far, we have not come across any.

What do we mean by different types of cloze passages?

- The cloze passages are based on different themes: accidents,environmental issues, extinction etc.

For each of these themes, there are certain key words that tend to be used. If you can group the passages by themes and help you child identify what these words are, this helps.

- Another way is to look for books which test the children on different parts of the speech in each passage to help thembecome familiar with the usage of those words.

The Red Indians were a people that revered nature and
1) ___________ did not want to cultivate the land for fear
of harming it. 2) ___________ the Europeans were different,
they believed that the land was to
be used to serve mankind.
Answer:

1) hence/therefore (it links reason to result, the reason
being that the Red Indians revered nature and the result being
they did not want to cultivate the land.

2) However (it shows the contrast between the 2 sentences
- the Red Indians respect of nature vs the European's thinking that
nature was to serve man, the clue being the word 'different')

The Red Indians were a people that revered nature and 1) ___________ did not want to cultivate the land for fear of harming it. 2) ___________ the Europeans were different, they believed that the land was to be used to serve mankind.Answer:

1) hence/therefore (it links reason to result, the reason being that the Red Indians revered nature and the result bring they did not want to cultivate the land.

2) However (it shows the contrast between the 2 sentences- the Red Indians respect of nature vs the European's thinking that nature was to serve man, the clue being the word 'different')